ASSIGNMENT 2

Our team can do the best for the curriculum and pedagogy assignment until finish. We divided this task into 3 parts. For Part A is taken by Nik Nur Ain and Part B taken by Faizah and Lisa :).

EVALUATION CURRICULUM ISSUES AND TRENDS

Twelve things I will remember about what I have learnt. It is topic Curriculum Issues and Trends.

Academic area initiatives

1. Strengthening the academic programs
2. Diversification of programs
3. Personalising of the curriculum

Eg:

1. KBSR/KBSM  KSSR/KSSM
2. Delivery language BM  English  BM
3. Programs like iThink & HOM

Alternative schooling arrangements

1. Parental choice
2. School fees
3. Charter school/ Cluster schools
4. Home schooling/ Unschooling

Bilingual/ bicultural education

• Second language instruction

 
Censorship

• Books
• Websites – blogs, videos, social medias

 
Gender

• Sports - PE
• Attitudes
• Segregating

 
Health education

• Drugs, alcohol and tobacco
• Teenage pregnancy and abortion
• Sexually transmitted diseases
• Sexuality education and school clinics

Multiculturalism/diversity

• Racial/ ethnic integration
• Cultural diversity

Privatisation

• Government responsibilities

Provision for exceptionalities

• Inclusive classrooms
• Special school

Religion in public education

• Conflicts

Scheduling arrangements

• School hours, day, and week
• School year
• Class and school size

Standards/assessment

• High stake assessment

CURRICULUM IMPLEMENTATION

In this topic, I had learnt about The Roles of Stakeholders in Curriculum Implementation Stakeholders is Individuals or institutions that are interested in the school curriculum. Shape the school curriculum implementation.

 

1. Learners at the center of the Curriculum

• The very reason a curriculum is developed
• The ones being directly influenced by the curriculum
• The primary stakeholders in the curriculum
• Make the curriculum alive
• Measurement of the success of the curriculum

2. Teachers as Curriculum Developers and Implementers

• The curriculum maker
• From a developer to an implementer
• Being an implementer is very crucial

3. Curriculum Managers and Administrators

• Supervise, select & recruit, admit, procure
• Plan for the school’s improvement
• Can never be ignored

4. Parents as Supporters in the Curriculum

• Parents are the “Best" supporters of the school

5. Community members as Community Resources

• Substitute for what is  needed to implement the curriculum.
• Some can be a resource speaker.

6. Other Stakeholders in Curriculum Implementation

• Professional organization have shown great influence in school curriculum.
• Government  has a great stake in curriculum implementation

This video helps me to understanding these topic in more details. 

 

CURRICULUM DESIGN

Reflect back...

 

PART I: The 4 Parts Curriculum Design

1. Objectives - What should be done?
2. Content - What subject matter should be included?
3. Learning Experiences - What instructional strategies, resources, and activities should be employed?
4. Evaluation - What methods and instruments should be used to appraise the results of the curriculum?

PART II: Curriculum Sources

 

Curriculum designers must clarify their philosophical, social, and political views of society and the individual learner—views commonly called curriculum’s sources.

 

FIVE curriculum sources:

1. Science
2. Society
3. Moral doctrine
4. Knowledge
5. Learner

PART III: Design Dimensions Considerations

1. Must achieve the following:

• Scope
• Sequence
• Continuity
• Integration
• Articulation
• Balance



CURRICULUM APPROACHES

APPROACH it is a way of dealing with something, a way of doing or thinking about something (Merriam-Webster).

CURRICULUM APPROACH it is a way of dealing with a curriculum, a way of doing/creating/designing/ thinking about a curriculum. The curriculum approaches reflect the developer’s philosophy, view of reality, history, psychology, social issues and the domains of knowledge. Analysis of an approach provides information about personal and collective commitments to a particular viewpoint and the values deemed important by individuals, school and society.

 

Two Broad Contrasting Categories of Curriculum Approaches:

1. Technical-Scientific: Reflect a traditional orientation about education and formal methods of schooling.
2. Non-Technical/ Non-Scientific: Challenge traditional theories and practices and reflect the more progressive views about education.

Types Of Curriculum Approaches:

• Behavioral Approach
• Managerial Approach
• Systems Approach
• Humanistic Approach

 



SOCIAL FOUNDATIONS OF CURRICULUM

This topic describes how to understanding social foundations of curriculum is essential because such foundations have always had major influences on schools and curriculum decisions. It also comprehending those forces in society at large and locally enables educators to determine what aspects of society to transmit to cur- rent and future students and what dimensions of society require reinvention.
 

Please visit this link for more understanding :)

 

https://www.youtube.com/watch?v=t_NJgljBdFw

 

 

PSYCHOLOGICAL FOUNDATION OF CURRICULUM

For this topic I less understanding but I will try reflect back what my lecturer explain to me in the class. The first thing I remember it is about major theories. The major theories of learning have three:

1. Behaviorism – stimulus and reinforces.
2. Cognitivism – mental operation.
3. Humanistic psychology – whole child (social, psychology, and cognitive development).

Principle of learning Behaviourist. According to:

1. Thorndike: Law of Effect - When a connection between a situation and a response is made and it is accompanied by a satisfying state of affairs, that connection is strengthened; when accompanied by an annoying state of affairs, the connection is weakened.
2. Pavlov-Watson: Classical Conditioning - Whenever a response is closely followed by the reduction of a drive, the tendency is for the stimulus to evoke that reaction on subsequent occasions; association strength of the stimulus–response bond depends on the conditioning of the response and the stimulus.
3. Skinner: Operant conditioning - In contrast to classical conditioning, no specific or identifiable stimulus consistently elicits operant behavior. If an operant response is followed by a reinforcing stimulus, the strength of the response is increased.
4. Bandura: Observational Learning - Behavior is best learned through observing and modeling. Emphasis is placed on vicarious, symbolic, and self-regulatory processes.
5. Gagne: Hierarchical Learning - Eight behaviors or categories are based on prerequisite conditions and cumulative stages of learning.

Principle of learning Cognitivist. According to:

1. Montessori: Structured Play - Instructional emphasis of visual and auditory activities; children learn at different rates.
2. Piaget: Cognitive stages of development - Four cognitive stages form a sequence of progressive mental operations; the stages are hierarchical and increasingly more complex. Assimilation, accommodation and equilibration - The incorporation of new experiences, the method of modifying new experiences to derive meaning, and the process of blending new experiences into a systematic whole.
3. Vygotsky: Theory of Language and Cultural Transmission - Learning involves human development (and potential) as well as cultural development (or environments shaped by beliefs and behaviors of previous generations).
4. Bruner-Phenix: Structure of a subject - The knowledge, concepts, and principles of a subject; learning how things are related is learning the structure of a subject; inquiry-discovery methods of learning are essential.
5. Gardner: Eight multiple intelligences - This is a cross-cultural, expanded concept of what is intelligence such areas as linguistics, music, logical-mathematical, spatial, body-kinaesthetic, and personal.
6. Guilford: 120 potential cognitive processes - This involves three-dimensional model (6 5 4) of intelligence called the structure of intellect.
7. Ennis-Lipman-Sternberg: Critical Thinking - This involves teaching students how to think, including forming concepts, generalizations, cause effect relationships, inferences, consistencies and contradictions, assumptions, analogies, and the like.

Principle of learning Humanistic. According to:

1. Maslow: Human Needs - Six human needs are related to survival and psychological well-being; the needs are hierarchical and serve to direct behaviour.
2. Rogers: Freedom to learn - Becoming a full person requires freedom to learn; the learner is encouraged to be open, self-trusting, and self-accepting.